The
1945
CARDIGAN CHRONICLE
Midyear 1993
Faculty~entLmdsT0Develop01ent ANewViewon the Evaluation Pnx:ess Wherever we go we seem to hear more and more about accountability. We hear it in business, we hear it in government, and we hear it in school. In order to judge whether one is accountable, some form of evaluation is necessary. Evaluation is often thought of as an end in itself-as a final
establish a philosophy concerning what this evaluation was to be about and what would be accomplished by it. Because of a strong feeling from the teaching staff that an emphasis 'S hould be placed on professional growth and development instead of a simple managerial function, it was first decided that the word "evaluation" be replaced with "assessment,"
academic relationships, teacher-student personal relationships, teacher-parent relationships, and the teacher as a professional were enumerated and presented to the full faculty for their consideration. It was further agreed that the path towards increased effectiveness and continuing self-renewal for teachers must be through self-assessment, and this should
thus giving a much less pejoritive sense to the whole process. Observations and
thus be a direct outgrowth of the qualities agreed upon for good teaching. Therefore, the first document in the process to be finalized was a self-assessment check list. The three major categories of classroom
assessment of teacher performance would be conducted to (a) stimulate the professional growth of individual teachers and (b) promote overall school improvement through the collective development of teachers as a group. Focusing on this goal not only would touch the teacher who needs to develop new skills, but it would also help the outstanding teacher to use his or her strengths to maximize efficiency and share these strengths with other teachers.
Mr. Robert D. Small Director of Studies
judgement-good or bad; a verdict-guilty ornotguilty; as a rating-superior, satisfactory, unsatisfactory; or as a grade-A, B, C, D, F. But this view of evaluation as a
organization and management, relationships, and professionalism were broken down into numerous statements that each teacher would reflect upon in terms of his or her own performance.
Conferences and Workshops Are Valuable Faculty Experiences One of the most valuable experiences for people involved in any field is the opportunity to exchange information, ideas, problems, and solutions; a professional conference or workshop can provide such an opportunity. A conference typically plays host to a large number of people and offers a broad range of seminar topics from which to choose. Sometimes a seminar or workshop is offered locally, in which case the lecture or discussion is geared toward a
The process of matching one's own teaching styles, goals, and procedures
smaller number of attendees and focuses
against this set of criteria was, in itself, a valuable experience for the teachers. For most it offered reassurance that they were,.
Aside from the chance to meet new
After -the basic philosophy was established, a list of those qualities that reflect good teaching was agreed upon as a basis for establishing both the elements of self-assessment and the more formal
in fact, doing a very good job in terms of their own perceptions. Without exception, however, all found at least one area where there was room for growth.
assessment by those in supervisory roles.
In addition to this checklist, teachers
Areas concerning classroom organization and management, teacher-student
were asked to respond to the following questions: continued p. 5
A Fresh Vision Energizes the Artist : Susan Rives Shares Her Art Training With CMS
on a specific aspect of that profession. people an~ exchange ideas , the off-campus trek itself can be refreshing in that it allows one to gain a fresh perspective on the world in which we are often so immersed. It's no surprise, then, that attendees usually come away with positive feelings about at least some aspect of the gathering. Cardigan encourages its faculty to attend conferences whenever feasible; a number of teachers had the chance to do so in the fall and early winter.
continued p. 2
If you have not had the chance this terminal activity, an end point, is not reyear to examine any of the various disally useful to anyone. A more useful way to plays of student artwork in Stoddard look at evaluation is as a planning aid-as Center, be sure to take the time to do so a tool to help make decisions about future soon. Susan Rives, Head of Cardigan's activities and events. In most cases, evalu- Art Department, aims to hang two or . ation can be defined as the process of col- three different displays of her students' l lecting and analyzing information about work each trimester, each of the displays unique in both the material and the means past activities and events in order to plan used to demonstrate an artistic concept. and control future activities and events. All of the work displayed this year has Although evaluation has taken place been a reflection of the fresh vision Suin an informal way at Cardigan for as long san has brought to the department upon as the School has been in existence, recom- her return to Cardigan. Susan is no stranger to the Cardigan mendations from ourrecentNEASC evalucampus, as she and her husband joined ation suggest that a more formal program the faculty in 1978. While Francis (Rip) should be put in place so that the School continued to teach here through 1984, and its teachers can continue to grow pro- . Art teacher Susan Rives hangs a class exhibit in Humann Theater. It has been enjoyable to see Susan sought employment off campus fessionally. Consequently, a committee the originality and energy in all the new art displays on campus. after two years in an effort to become was formed under the direction of the Di- accustomed to and acquainted with the surrounding area, or the "outside world,"as rector of Studies to work on the task. she terms it. Working at an art gallery in Hanover, putting together exhibitions at The first job of the committee was to Dartmouth College (before the arrival of the Hood Museum), teaching art in the public pg. school system to grades K-6, and teaching arts and crafts to an adult group in Grantham, New Hampshire helped reinvigorate her and sharpen her focus for her Headmaster's Message & eventual return to Cardigan. She feels that she is a better teacher now for having 3 Board News branched out to work in varied settings. The Rives returned to Cardigan two summers Faculty Feature: Mr. J. ago and have stayed on this year as winter school faculty members once again. 4 Dudley Clark Grandparents' May 1-3 Susan has enjoyed the opportunity to teach art during both the Summer Session Weekend and the academic year. Teaching in the Summer Session enables her to make an artistic Parents' News 6 impact on a coed group of students within a broad range of ages; teaching during the Sports 7 Graduation June 5 academic year allows her to gear her program to just the boys and to a narrower age range. The change keeps her vision fresh . Alumni News 9-12 Most students at Cardigan can elect to take either Woodshop or Art during one
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INSIDE:
Dates to Remember
Summer Session
June 26
trimester. Both courses meet three times a week.
continued p. 4